English Variations And Multi-Literacies

21st Century Teachers Must Acknowledge and Accept English variations and multi-literacies to achieve Student Success in learning Literacy.

Teachers in education settings aim to ensure their students are progressing academically, however to do this they must consider each student’s individuality, and the impacts, such as social and cultural factors, which effect the child’s education – this means they must be aware of variations of the English and language multi-literacies.

Acknowledging that there are variations of the English language in Australia that have been created due to other countries influences and/or due to socioeconomic, educational and geographical factors (Wikipedia, 2018), is an important ability for any teacher. This ability

2006). This evaluation of texts means teachers and students, as they read, are aware of not only the meaning of the text but why it has been constructed, which allows them to remain neutral in their viewing of the text (Green, D. 2006). It is integral for teachers to teach students these skills as part of their literacy learning as these skills not only apply to viewing texts in education settings but also outside of school where ‘billions of dollars are spent to manipulate consumers’. (Green, D. 2006) These multi-literacy skills allow this information to be filtered, protecting children from the media

Multiliteracy promotes use of multi-modal texts, teachers being aware of multiliteracy allows them to cater to the diverse group of students found in a classroom, with a variety of audio, visual, written and digital medias in the literacy learning process. As digital media is being increasingly used by students in their personal lives, teachers using it in their classroom is a form of multiliteracy learning and it encourages students to learn through a mode they are already confident using. Similarly, to teachers being aware of variations of English, awareness of multi-literacy allows them to be aware of student’s personal lives outside the school setting and use it to ensure what they are learning in the classroom is relevant to what is being experienced outside school. This also means being aware of the impacts of culture on literacy education. Such as in the example used previously about ‘closing the gap’ (Scull, J. Raban, B. 2016), teacher awareness of multi literacy allows them to provide extra assistance to those who may not have access to the same educational resources at-home as other students like digital technologies such as computers for students from low socio-economic backgrounds. Finally, teachers must be aware of multiliteracy to teach students the